Abstract
Objectives: The purpose of the study was to see what impacts using games had on teaching and evaluating students\' math ability. Its goal was to determine the performance in the pretest and posttest of the students under study, and to discover if there is difference in the performance of the students under study in their pretest and posttest. Methods: This study utilized the one group pretest – posttest experimental design. It sought to find the difference in the performance of students who were exposed to a certain method in teaching mathematics. Findings: No significant difference was found between the pretest and posttest scores, and a very little mean difference was revealed, presenting that the null hypothesis was to be accepted, and showing that gamified classes are not always a better teaching strategy for teaching problem solving in mathematics. Novelty/Applications: Game integration or plays in classes are not assurance of learning effectiveness. The fun the learners have when integrating games are not enough to presume that learning is taking place. Results of this study tell us that games as a teaching approach would only be effective to some lessons in math. Keywords Gamified Class, Math Games, Math Class, Mathematics Performance, Experimental Research
Highlights
Via participation, games are thought to increase motivation
This experiment’s goal was to determine the difference in the mathematics performance of students who were taught with gamified mathematics
Research Design This experiment utilized the one group pretest – posttest experimental design. It tried to find the difference in the performance of students who were exposed to a certain method in teaching mathematics
Summary
Glover describes a game as ”a type of participatory, or interactive, entertainment,” as opposed to passive activities like watching TV or reading. (1) Since learning is a participatory activity, integrating game concepts into education can provide greater benefits than these other, passive practices. Gamification is integrating of game elements to non-game activities. According to the Utendorf August 13, 2013 article on IntrepidLearning.com, gamification is the process of motivating consumers, staff, and learners in non-gaming environments by using gaming techniques and mechanics. (3) Learning is not turned into a game; rather, the features that entice players to engage in games (curiosity, collecting, discovery, and dominance, to name a few) are used to entice learners to participate. Learners may use gamification to learn on their own time and at their own speed. Each of which provides one’s own link to the players. (4)
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